d l r o W l a b Glo

in your classroom

Design: Katarzyna Kowalska Cover concept: Katarzyna Kowalska Published by: The Salesian Missionary Voluntary Service YOUTH FOR THE WORLD 30-323 Cracow, Tyniecka St 39 Tel. +48 12 2692333, e-mail: misje@swm.pl www.swm.pl Cracow 2012

www.glocaltour.org

INTRODUCTION
Within the Glocal Tour project a teachers competition for the best lesson plan has been organized. About 100 scenarios have been sent to us during that time. 12 lesson plans were chosen for this manual. First four scenarios have been awarded as the best scenarios and other 8 are also chosen as those, which can be very much useful for you. Scenarios from this Manual have been created by 12 teachers from 4 countries Germany, Italy, Poland and Romania. Therefore, some materials and internet links will refer you to the information in one of authors' language. Anyway, we encourage you to work with the scenario and just find appropriate materials in your language. We would like to thank one more time the authors of scenarios and invite you to plan your Global lesson with us! Good luck! Glocal Tour Project Team

THE LIST OF LESSON PLANS:

1. Are human rights preserved in the contemporary world? Julita Kiebasa, Poland 2. Freetime Activities of Teenagers in Developed Countries and in Regions of Crisis and War, Susanne Menge, Germany 3. Peace education and conflict prevention, Simona Torotcoi, Italy 4. Biodiversity - educational approach, Gianmarco Proietti, Italy 5. I get to know, I notice, I understand - The Millennium Development Goals, Anna Kasprzycka, Poland 6. My place in international development, Marlena Dziaabij-Drubka, Poland 7. My mobile phone - a world traveller, Andronie Elisabeta Maria, Romania 8. Childrens Rights, Nitu Andrian Nicolae, Romania 9. The Millennium Developement Goals, prof. Dorina Ulici, Romania 10. How do we build our future on the foundation of different cultures - Learning for sustainability in a world of cultural diversity, Heinz- Jiirgen Rickert, Germany 11. Music and Interculture, Annalisa Raschioni, Italy 12. TWINNING to 'act' the right to study. Listening and storytelling to build symmetry in supportive twinning, Ranuzzi, Italy

1. Are human rights preserved in the contemporary world?

Author: Julita Kiebasa, Poland

Main objective: The lesson sums up the whole section concerned with human rights. The students have already learnt about the main issues relating to human rights - they know basic definitions, principal documents and organizations whose aim is to protect human rights. Now, the students are trying to assess to what extent human rights are preserved in todays world. Detailed objectives: Students know: - the causes of human rights violation - which countries dont preserve human rights - when its possible to limit human rights - which continent has most difficulty in preserving human rights and why Students understand: - problems connected with human rights protection - the importance of involvement in initiatives promoting human rights -how to prepare a meta-plan Students can: -name some organizations fighting for human rights protection -name some people who fight for human rights protection in particular countries -present a model state in which human rights are preserved - act on behalf of one of the organs of UN and write a formal announcement condemning human rights abuses in a chosen country -assess whether their country is committed to the issue of human rights protection in the contemporary world -organize, together with their classmates, a marathon of letter writing, and involve the whole school community in actions aimed at human rights protection Target group: Second form students of the secondary school Time needed: Two 45-minute lessons (90min) Teaching techniques: - discussion, work in groups, lecture, meta-plan Necessary materials: (Author refers mostly to resources in Polish. [added by translator]) Internet article: Machowicz K., State of emergency as a premise for legal interference into Human Rights in Poland. Source: http://www.zn.sgsp.edu.pl/38/4.pdf Materials from the internet resources:

http://amnesty.org.pl/ http://www.stosunki.pl/

http://www.national-geographic.pl/

http://www.solidarnizkuba.pl/
http://poland.indymedia.org/pl/

http://www.solidarnizmaksem.bzzz.net/ http://drabikpany.blogspot.com www.psz.pl/ http://www.stosunkimiedzynarodowe.info/

The teacher is supposed to search in the Internet and provide students with a range of articles concerned with human rights activists, human rights protection and violation in different parts of the globe. Additional Internet sources:

http://www.europarl.europa.eu/parliament/ (This website contains plenty of interesting information about

human rights activists from particular countries, i.e. Guilliermo Farinas from Cuba, Hu Ji from China, Nelson Mandela from the Republic of South Africa, Shirin Ebadi from Iran, Kim De Zdung from South Korea, Rigoberto Menchu Tum from Guatemala and Aung San Suu Kyi from Birma. The website also gives information abort European initiatives concerning human rights protection as well as European politicians opinions on these issues.); http://www.medialine.pl/ (This website contains information regarding the situation in Burma); http://www.birma-polska.org/wiadomosci.php

http://konflikty.wp.pl/ http://www.rp.pl/ (The website contains information about situation in Sri Lanka);
h t t p : / / w w w. r a c j o n a l i s t a . p l / k k . p h p / s , 3 0 9 9 Films: The teacher may consider using fragments of the following films during the lesson: The last king of Scotland, Hotel Rwanda, The hunting party, The killing fields, Sometimes in April, Shooting dogs, Shake hands with the devil. Evaluation: The lesson scenario is aimed at familiarizing students with the topic of human rights protection in the contemporary world. The teacher who uses this scenario is also supposed to undertake a more demanding task of increasing the students sensitivity to injustice and making them more aware of the necessity of human rights protection. This goal can be achieved thanks to stimulating teaching methods, students active involvement in the lesson as well as varied teaching materials. The lesson scenario transgresses the conventions of a traditional lesson in that the students are expected to involve the whole school community in the so called Marathon of letter writing, an initiative carried out in cooperation with the Amnesty International. At the first stage of the lesson the students, who have already read a relevant article on the Internet, try to answer the question: under what circumstances is it possible to limit human rights? Thus, they acknowledge the existence of certain legal conditions and situations when a state can interfere even in the question of human rights. * Originally, this task was meant to develop the topic discussed during a previous lesson (Human rights protection in Poland/) New material should be introduced in 4 stages. At the first stage, the teacher delivers a short lecture followed by class discussion. Through these activities the students learn about the causes of human rights violations: political ones (the political system of a given country affects human rights protection), religious and cultural ones (ethical norms and values shared in a particular society stem from its religion and culture), economical ones (poverty and famine as problems leading to human rights abuses) and others. At the second stage the class is divided into four groups which work autonomously. Each group is supposed to write a formal announcement in which - on behalf of the UN - they will express their protest against human rights abuses in a country of their choice. Each group deals with a country from a different continent. In order to complete the task successfully, the students need to have the command of a formal (even legal) language. Every announcement should include three elements. It ought to give examples of human rights violation in a given country, name (if possible) human rights activists from that country and present a possible reaction of the OUN to the situation. The task can be completed in a computer room with access to the Internet. In such conditions the students search for relevant information by themselves. Otherwise, the teacher selects appropriate articles on

his /her own and brings their copies. Each group is given approximately 15 minutes to write the announcement and 6 minutes - in order to present it to the rest of the class. The best group can be rewarded with a good mark. This teaching method is more attractive than a mere lecture given by the teacher since it gives the students more autonomy and the freedom to choose the materials. Subsequently, the students decide by themselves which continent has most difficulty in preserving human rights. Their decision may be facilitated by film projections. It is recommendable that the students see the fragments of the following films: The last king of Scotland, Hotel Rwanda, The hunting party, The killing fields, Sometimes in April, Shooting dogs, Shake hands with the devil. All the above films are widely available and can be presented during the lesson. At the fourth stage a stimulating method called meta-plan is used. It is a kind of discussion after which the students with the teacher create a mind-map. During the discussion the students seek answers to the questions: What is the current situation? Why is it so? What should it be like? Resorting to this method, the students try to prepare a model of a state in which human rights are preserved absolutely. They can choose an existing state which in their opinion - is most committed to the issue of human rights protection. The meta-plan can help them to detect the weaknesses of that state and to find possible remedies. A meta-plan as a teaching technique has many advantages: it teaches pupils to cooperate, to draw conclusions and inferences, to formulate thoughts concisely; it develops their analytical skills and the ability to organize information coherently, it also systematizes their knowledge. Aware of the international situation and the level of human rights protection in the world, the students may attempt to assess their own country in this respect. Is their country among the states which care for human rights protection or does it have yet to face many challenges in this question? The objective of the homework set by the teacher is to make the students reflect on this problem. The sum up the lesson the group will prepare a marathon of letter writing. This activity has to be preceded by some preparation in class so that the students can gain information about the actions of the Amnesty International and select a particular action in which they want to get involved. The students task is to prepare special information posters to be placed all over the school building. They can also put an advertisement on the school website. On the day of the marathon of letter writing the school should be open for the whole day for pupils, their families and friends. The action may be combined with a film marathon, projections of films concerned with human rights. Thus, the students will become personally involved in human rights protection, and the previous lesson will acquire more value and relevance to them. Lesson scenario:
Stage Organizational/ introductory activities Revision: Introducing a new topic: Short description Attendance check Materials -----------------Time 2min

Students answer the question (based on an article they have read): Under what circumstances is it possible to limit human rights? Stage 1 What does the level of human rights protection in a particular country depend on? - lecture and discussion, -students get to know the main factors which influence human rights protection. Stage 2 Examples of countries in which human rights are violated - group activities, - students are divided into 4 groups whose task is to read provided sources and then prepare short announcements in which they will express their protest against human rights abuses Stage 3 Which continent has most difficulty in preserving human rights and why? - discussion.

Relevant article online

5min 5min

Articles chosen by the teacher

15min Work in groups 25 min Presentatio ns 20 min

Film fragments: The last king of Scotland, Hotel Rwanda, The hunting party, The

Stage 4 We build a model state which preserves human rights. -meta-plan -students work together to build a model of a state in which human rights are preserved. They describe its functioning, its advantages and disadvantages. Conclusion Evaluation Homework: Would you say that your country cares for human rights protection? The whole school participates in the marathon of letter writing, in cooperation with the Amnesty International.

killing fields, Sometimes in April, Shooting dogs, Shake hands with the devil. Bristol board, marker pens

13min

--------------------Posters, appropriate film projectors

5min whole day

ANNEX The Annex contains subjects and suggested links (most in Polish), which could be used during the lesson. Group 1 Europe BELARUS Sourse: http://amnesty.org.pl/ Subject: Situation of Andrey Sannikaw an activist of Belarussian opposition, which has been tortured in prison. "FORMER YUGOSLAVIA" Sourse: http://amnesty.org.pl/ Subject: Karadi's process as a chance for making justice for victims of war in Bosnia. Group 2 Aftica NIGER Source: http://www.stosunki.pl/, http://www.national-geographic.pl/ Subject: Petrolium. The poverty and the Human Rights in the Niger Delta. SUDAN Source: http://amnesty.org.pl/ Subject: The referendum in southern Sudan and human rights violations. Group 3 Americas CUBA Source: http://www.solidarnizkuba.pl/ Subject: General situation in Cuba. Report on Human Rights observance in Cuba: January-May 2008. MEXICO Source: http://poland.indymedia.org/pl/, http://www.solidarnizmaksem.bzzz.net/, http://amnesty.org.pl/ Subject: Invisible violations of human rights in Mexico. Group 4 Asia BIRMA Source:http://drabikpany.blogspot.com Subject: Is there a chance for democratic changes in Birma? SRI LANKA

Source: www.psz.pl/, http://www.stosunkimiedzynarodowe.info/ Subject: When the world is watching and cannot force the government of Sri Lanka to cease-fire with Tamil rebel forces, the humanitarian crisis is growing. Additional websites, which can be used for preparation of the lesson:

http://www.europarl.europa.eu/parliament/ http://www.medialine.pl/
http://www.birma-polska.org/wiadomosci.php

http://konflikty.wp.pl/ http://www.rp.pl/

2. Freetime Activities of Teenagers in Developed Countries and in Regions of Crisis and War
Author: Susanne Menge, Germany Main objective: Global Developement, 9 lessons combine politics, economy and history. Detailed objectives: The students are supposed to define the word freetime against the background of a specific social context; they analyse, compare and assess studies; they understand, compare and contextualize freetime of children and teenagers in Africa in cooperation with Non-Government-Organisations. They prepare an African-German presentation (e.g. Internet page with pictures and texts); they can arrange a presentation day or week at school. Target group: Year 9, secondary school.

Time needed: 9 lessons, 45 minutes.

Teaching techniques: Teacher's presentation, class discussion, work in pairs and in bigger groups.

Necessary materials: Given in the column Materials in the table below. Evaluation: The students use a method book, where they write down the method (on the left) and the contents they dealt with (on the right). The lessons require a high amount of autonomous work the students get used to working on their own. Lesson scenario:
L e s s o n 1 . / 2 . Aspects related to politics and economy Methods and Classroom Interaction Materials History lessons Skills Change of Perspective / Partners from Outside of School ancient Greece Intercultural Issues

Introduction: Teacher presents quotation of Socrates about the youth (on transparency, authors name hidden) Students speculate about the historical context of the quotation (who said it and when?) Teacher introduces the author and the historical context Students compare Socrates perspective classroom discourse

overhead projector (OHP), transparenc y with quotation (authors name and biographical facts hidden) OHP transparenc y with the name and the biographical

Socrates - life in ancient Greece; - basics of his Philosophy.

teachers presentation classroom

youth in ancient Greece - culture; -education; -political system.

students extend their knowledge about historical relations between the past and today. They interpret Socrates statement and understand its crossepochal and crossgenerational validity

Origin of our culture in ancient Greece

with the opinion of todays adults and recognize the similarities from 350 B.C. until today

discourse

facts

What does freetime mean to young people?

What does freetime and ways of spending it depend on? 2 students leave the room in order to define the word freetime In the meantime the class thinks about central aspects freetime depends on, e.g. education, money, social background The 2 students come back and present their definitions to the class Students get together in groups, choose one aspect (e.g. money) and develop an example that illustrates how the particular aspect forms the freetime of a particular person Presentation of the examples

individual/gro up work: mind-map -one card per student; -one sentence per card; - boys and girls hand in their cards separately; - students create one mind-map with the cards of the boys and a separate one with the cards of the girls; - discussion of the mindmaps. classroom discussion (pair work outside the classroom) classroom discussion: two students write down central aspects and try to structure them on the blackboard classroom discussion

cards blackboard

students use knowledge about the ancient Greece and its philosopher s and recognize similarities/ differences to their own life

students gain basics of analysis and assessment regarding freetime and what it depends on; they train methods to work on their own; they learn to include political and economic aspects

blackboard

group work eacher writes results on the blackboard

3 How do you spend . your freetime? / 4 .

Gender-specific evaluation and its visualisation

cards (one colour for boys, one for girls), 3 cards per student; one keyword/ sentence per card all cards on the blackboard 2 students at the blackboard, supported by the class, make separate mind-maps with the cards, they have to find categories such as family/friends , culture, sports, media on blackboard individual work with the text pair work

coloured cards

history of men and women using the example of the culture of oppression and emanzipation (link listed in the last column)

students learn to find key aspects

youth in ancient Greece youth in the Middle Ages

Internet research in history lessons being a man/ woman in Africa

blackboard

students learn to analyse and categorize their own behaviour regarding freetime students compare and assess their statements in the light of genderspecific differences

culture of oppression and modern emanzipation Article: Balance between Tradition and Modernity Article: Die gesuchte Seite wurde leider nicht gefunden. Article: Buschmnner im sdlichen Afrika Article: Political Representations in Transnational Spaces of African Modernity

Introduction: Teacher hands in a text presenting the results of a recent national survey on young people and freetime (in Germany: ShellStudie 2010) The students name the central aspects of the survey and compare it to their own survey. students try to form general statements about freetime in Germany; one possible result: in Germany hardly any differences between boys and girls (e.g. use of modern media increases) 5 . / 6 . Film about indigenous people: Who decides how freetime is spent? Me or others? Living conditions in Germany, social and political conditions The students analyse the conditions and relate them to their

national survey

freetime activities what is typically male and female?

group work

individual work: notetaking classroom discussion group work: brainstorming

film by Hannelore Vonier: Der Dreierschrit t der Fremdbesti mmung, from: Article: Rette sich, wer kann! posters,

youth and wars World War I and II colonisation of Africa old wars/new wars (Herfried Mnkler)

students train their skill of analysing contents and extend their knowledge

indigenous people and rituals

group work

political, social and economic background

(groups get either topic 1 or 2): topic 1: I decide how I spend my freetime, because I cannot decide how I spend my freetime, because students might get keywords in advance: family school politics economy friends results written down on a poster by each group students walk around to look at each poster (in Germany: Cafrundgan g)

glue, scissors, maganzines (pictures)

students learn to define freetime, they relate their freetime activities to its determining conditions students learn to make a poster

7 Presentation . / 8 .

posters

War in Ruanda (Hutus and Tutsis); underage soldiers; border district Burundi

students assess freetime and freetime activities in the light of everything they have learnt

Is there anything such as freetime in Ruanda and Burundi?

Do you decide, do others decide or both?

final discussion

In lesson 9 and the following lessons time will be used to cooperate with NGOs. Possible options: - Experts of NGOs come into class, show films about young people in Africa - Establish contacts between the school and an African country (Internet) - Experts support students to avoid cultural misunderstandings Teachers of history, politics and economy as well as students are supposed to: - Establish contacts Introduce themselves get and give information explain the project think of questions organize and structure the cooperation - Develop an concept for the Internet page - Develop a schedule (time task - student/group place)

3. Peace education and conflict prevention

Author: Simona Torotcoi, Italy Main objective: Preventing violent conflicts from breaking out. Detailed objectives: 1. To comment the quotes regarding peace; 2. To practice the types of listening; 3. To express themselves assertively; 4. To play the role of a certain character in a given situation.

Target group: 7th grade pupils, and not only.

Time needed: 60 minutes. Teaching techniques: Brainstorming, conversation, exercises, chain story, watching, listening. Necessary materials: Blackboard, chalk, boards, colored cards, video projector, thread ball, candle, glue, and scissors. Internet resources: Please, see in the Annex in the end of this plan. Evaluation: Students will receive a participation diploma, as Creators of Peace.

Lesson description

Lesson steps

Content

Materials

Time

Organising

Checking attendance, Lesson homework and revision, Preparing the materials for the lesson

Catalogue

2 min.

Introduction

The teacher is drawing a circle on the blackboard and asks the pupilss to say what Chalk, blackboard, notes, they think about that shape, notional and thread ball material. The teacher asks the pupils to organise themselves in a circle The youngest pupil will light the peace candle The teacher asks the pupils to pick a card from the bowl and not to open it (annex 1quotes about peace). With the help of a thread ball, which will circulate from pupil to pupil, they will read the quote and comment on it. Teacher asks the pupils to answer the question What destroys peace? and the Board, colored pencils, conversation, role play,

10 min.

Lesson Content

20 min.

thread ball will go back, pupils will tell their ideas and teacher will note them on the board. Teacher asks pupils to give examples in which a conflict was solved and how. Teacher explains new terms and procedures in conflict prevention (annex 2). exercises, watching videos Teacher asks pupils to practice the three types of listening- active, passive and neutral, and they are playing out the specific roles Teacher asks pupils to watch the messages for a better world (annex 3). Teacher asks pupils to make a collage with the theme ''Peace represents...'', with the help of the materials given by teacher. At the end, each pupil presents his/her contribution and explains his/her choice. At the end, all class will listen to a relaxing song, so that all the lesson to remain in their souls (annex 4). Teacher asks pupils to pick a diploma from the desk, but not the one with their own name on it, and then they give each other diplomas as Creators of Peace.

Summary

Images, materials, pictures, glue, colored pencils, board

8 min.

Evaluation

5 min.

ANNEX 1 Quotes about peace: If you want to make peace you dont have to talk with your friends, talk with your enemies. Moshe Dayan Peace is liberty without worry. Marcus Tulius Cicero Peace is a state in which all kinds of fear are unknown. John Buchan When the power of love overcomes the love of power, the world will know peace. Jimi Hendrix Each one has to find his peace from within. And peace to be real must be unaffected by outside circumstances. Mahatma Gandhi If you wish to experience peace, provide peace for another. Tenzin Gyatso, The 14th Dalai Lama quotes Peace is not something you wish for; It's something you make, Something you do, Something you are, And something you give away. Robert Fulghum Peace comes from within. Do not seek it without. Buddha Peace is not merely a distant goal that we seek, but a means by which we arrive at that goal. Martin Luther King There is no way to peace, peace is the way. A.J. Muste Let your enemy be your teacher. Dalai Lama We must remember that peace is not God's gift to his creatures; peace is our gift to each other. Elie Wiesel Peace is not a relationship of nations. It is a condition of mind brought about by a serenity of soul.

Peace is not merely the absence of war. It is also a state of mind. Lasting peace can come only to peaceful people. Jawaharlal Nehru

ANNEX 2 Confilcts are inevitable in peoples lives, and many of them can be overcome. Lots of conflicts can be prevented through a series of techniques such as:

-Active listening is a technique of conversation used in three functions, such as information, moral support/counseling/helping the others and answer to the verbal attack. When we listen actively, we focus on the other person, not on us, and we notice his/her emotions and feelings. Being attentive to the expressiveness of the verbal and non-verbal language, we ask questions, encourage the speaker to continue and we ensure ourselves that we understood correctly what the speaker said. It is advisable not to use an inhibiting or blocking behavior. -Assertive expression is the way through which the speaker informs the other in a harmless, impersonal way, the situation that makes him/her not feel comfortable, and its effects on him/her, as well as the state that the speaker desires to reach. -Power is implied in all conflicts, but only equilibrium of the powers- real or perceived- makes the conflict to be possible. There are three basic types in which the power is used: -persuasion -reward -punishment In conflicts, power can be used in a deliberate way or not, evident or implicit, it can not be balanced, but just ensures some chances in entering the conflict. The power of both parts develops in parallel; it is not a fixed one that can be redistributed. -Self-esteem can be stimulated through the accentuation of the positive sides, the creation and capitalization of the success chances, using the metalanguage in negative evaluations, complimenting. -Compliance is a form of social influence, defined as the adjustment of attitudes and behaviors of the target as a response to the wish of the agent of change. It can be obtained through persuasive communication, but also through manipulation techniques of the interaction framework. Conflicts can be solved through two methods: win-win and negotiation method. - The win-win method is part of the constructive approaches, ending with the disappearance of the conflict because of the agreement referring to the solution for the needs of each part. This is the universal principle for solving conflicts. Firstly, there is the formulation of the problem, the identification of the parts involved, knowing the real needs, finding the common points of the needs, generation of possible solutions, cooperation, and the transformation of the enemy in partner for choosing a definitive solution for both parts. -Negotiation is a discussion between the parts for solving a common problem. It can be: 1. informal (every day) 2. episodic (sequential) 3. formal -Interpersonal conflicts usually appear in key-levels of a relationship initiation, maintaining, changing and ending. Initiation denotes the establishment of the relation and role assuming. Maintaining refers to the process in which the relation exists and there are interior and exterior pressures. Changing appears as a reaction to the pressures, is the most important cause of the conflict, especially when changes are not discussed and accepted by both. -Even if sometimes the relationships end as a result of the conflict, the conflict is caused by the process of ending itself, through the natural death of the relationship (routine, wear off). -The conflict, when is solved efficiently, can make the relationship stronger and give it stability, or can be followed by a new relation, a positive one. ANNEX 3

http://www.values.com/inspirational-stories-tv-spots/91-Classroom http://www.values.com/inspirational-stories-tv-spots/66-Cafeteria

http://www.values.com/inspirational-stories-tv-spots/95-Crosswalk http://www.values.com/inspirational-stories-tv-spots/112-Purse http://www.values.com/inspirational-stories-tv-spots/72-Locker http://www.values.com/inspirational-stories-tv-spots/70-Everyday-Heroes

ANNEX 4

http://www.youtube.com/watch?v=uDFXddm3ECY&feature=channel

4. Biodiversity - educational approach

Author: Gianmarco Proietti, Italy

Main objective: Pio XI is posed towards the students and their families as "A home to grow together": It interprets therefore, within the logic of the acceptance, the oratorio criteria as a lifelong criteria of educational and didactic activities: "Don Bosco lived a typical pastoral experience in his first Oratory, which was for the young people a home that welcomes, a parish that evangelizes, a school that prepares for life, the playground to meet with friends and live in happiness. " Why an environmental education project? Ecology is the study of habitat, with its physical and chemical, climate, soil and water characteristics. The greek word "oikos" means, however, a particular detail, bringing the ecology to the study of the house, the environment in which we live. The goal then is to study the house and its relations, the objective of the study is to make the house cozy. When house becomes "not cozy", who is living in that house is despised. And the house is "not cozy" when you have no respect for those who live there. So, to take care of the human-environment means dealing with complex objects, each of which is part of systems, networks of relationships that are not neither easily describable and understandable if considered as individual elements, nor interpreted through univocal points of view, but rather through communication between different knowledge. All this entails going into territories that strongly point to the issues of the complexity, of the relationship between nature and culture, of the construction of explanation models of the phenomena, of what happens to the issues of scientific knowledge and of its limits. For the construction of an " ecosystem culture " then science and technology alone are not sufficient, we need a cross-disciplinary teaching in a teaching-learning process that makes the socio-affective dimension interact with the cognitive dimension. Its not the point in inventing other scholastic subjects, but to rethink the role of disciplines using environmental education as a resource during the planning stage to select the learning objectives, key concepts, themes, problems. Detailed objectives: Environmental Education as thought by PIO XI, aims at: Developing attitudes, behaviours, values, knowledge and skills necessary to live in an interdependent world. This entails The gaining of skills to think for relationships in order to understand the systemic nature of the world. Critical Recognition of the difference, in the ways it is manifested as a value and as a resource to be protected (biodiversity, cultural diversity, ...) to be enjoyed by future generations also Becoming aware that the choices and individual and collective actions have consequences not only in the present but also in the future and to assume coherent behaviours in order to identify and test strategies for sustainable living Promoting the development of personal qualities such as autonomy, a sense of responsibility / initiative, cooperation / solidarity.

Autonomy is due to the awareness by students of the values of the project they are engaged in, their ability to influence it with new proposals to take forward the tasks freely given; the sense of responsibility / initiative is due to the ability to build projects, to set and solve problems, to deal with the inconvenience, to propose and coordinate actions; cooperation / solidarity listening, is due to the respect for different points of view, appreciation of differences, the ability to work in groups. All of these qualities, complementary among each other and in mutual interaction, allows the person to dynamically build their own relationship with the environment, coherent with a systemic vision of reality and a greater awareness of the effects of their actions, two indispensable elements for the definition of a sustainable relationship with the environment. Target group: Students of the first class of High School (scientific profile) and IV class of the Gymnasium. Evaluation Formative assessment: After each module, the teachers will prepare a multiple choice test with four possible answers each question , aimed at establishing the concepts just listened in lessons and to evaluate whether the contents have been included. There will be five tests in all. The tests will consist on 25 questions. The maximum score will be 100. The sufficiency will 60. For every correct answer will be awarded 4 points, for each wrong answer -1, and 0 if the answer is not given. Summative assessment The final assessment of the project will be the carrying out by the students of scientific posters on one of the topics listed in the project. Each class will be divided into five groups, each group should make an illustration scientific poster. The best work, evaluated by teachers, will be framed and displayed in the institution, and students will win a prize (Bonus for Books). Content and meetings: The project foresees 5 sessions of three hours each on the topics: Each theme, chosen as the fundamental for the study of environmental complexity, will be presented by the teachers of the school and by external experts. 1. Ecology science of complexity a. Prof. Andrea Masullo i. professor of Foundations of Sustainable Economy, University of Camerino. He was of the Board of Directors of WWF Italy and ISES Italy. He is the chairman of the Scientific Committee of the International Greenaccord. He was a supporting scientific technician expert of the structure of the United Nations Framework Convention on Climate Change UNFCCC. 2. The summary of environmental issues: Climate change a. Prof. Antonello Pasini i. researcher of the CNR Institute for Atmospheric Pollution. Theoretical physicist specialized in meteorology and climatology, he is an expert in modelling of complex and artificial intelligence systems. He is the author of numerous scientific articles in international magazines. O He has recently published climate change n models and methods for climate studies. Meteorology and the simulated climate (Bruno Mondadori, 2003), recise edition in English for World Scientific Publishers (2005). 3. Biodiversity: the ability of the future of the planet. Dr. Luca Cristaldi 4. The other side of development: waste. Ing. Emilio Ranieri

5. Spirituality of the Creation. a. Fr. Leonardo Mancini SdB and immersion visit: The visit will be thought of as an"immersion" in the problems studied, an effective vision of what actually studied. 1. Environment Tour in the province of Latina Dump of Borgo Montello Nuclear Centre Borgo Sabotino 2. Ninfa: a Biodiversity explosion.

5. I get to know, I notice, I understand - The Millennium Development Goals

Author : Anna Kasprzycka, Poland

Main objective: Creation of education initiatives aimed at raising peoples awareness about the problems of the contemporary world and about their remedies. Detailed objectives: Students can: - present themselves and say where they live; - answer questions in full sentences; - listen and comprehend information given by older schoolmates; - explain the significance of the Millennium Development Goals; - recognise numbers 1-4 and letters A-D; - express with a drawing some ideas how to improve the world for all humanity; - work in group. Target group: First class of primary school. Time needed: one 45-minute lesson

Teaching techniques: brainstorming, work in groups, observation, conversation, working with texts, practical exercises. Necessary materials: a globe, chart 1: The Millennium Development Goals, chart 2: We are bringing peace and joy to the whole world! , chart 3: The score chart , points gained in the competition, paper doves of peace, paper hearts, a fragment of the United Nations Millennium Declaration, glue, coloured pencils, a sheet of paper to put on the table: Delegates for the 55th Session of the General Assembly of the United Nations Evaluation: Evaluation chart The heart. Pupils are supposed to complete the chart according to the instruction given by the teacher: 1. If you think that you enjoyed the lesson very much and youve gained a lot of interesting information about the Millennium Development Goals, colour the whole heart red. 2. If you think that the lesson wasnt very interesting and youve learnt little about the Millennium Development Goals, colour half of the heart red. 3. If you think that the lesson was boring and you havent learnt anything about the Millennium Development Goals, leave the heart white. Internet materials:

http://www.un.org/millennium/declaration/ares552e.htm The United Nations Millennium Declaration

(fragment)

http://www.undp.org/mdg/basics.shtml The Millennium Development Goals http://office.microsoft.com/pl-pl/images/results.aspx?qu=Ziemia#pg:5| , The Earth

Description: Kids firs by using a globe and discussion describe their place in the world and their basic needs. What they have and what's necessary to have that. Than they arrange a room as a conference room and read the Millenium

Declaration. After that they play a game (ship battle) to find a MGS and points are accounted when described what the specific MDS.s is about. After that they receive paper sheets with white bird (Peace) and the task is to imagine that we will send them to those in need. What would you like to tell them by your drawing? Lesson scenario:
Stage Organisational activities Introduction Short description Greeting pupils Materials --ball in the form of a globe Time 2 min. 10 min.

1. Integrating game Who are you?

2. Guided conversation . 1. Reading out a fragment of the United Nations Millennium Declaration; 2. Game: The Millennium Development Goals; 3. Drawing messages for people in the world work in groups; 1. Talking about the works and completing the chart We are bringing peace and joy to the whole world 1. Completing evaluation charts

Main part

Coclusion Evaluation

Millennium Declaration (fragment), chart 1, score chart (chart 3), coloured pencils, paper doves of peace, glue, points doves of peace chart 2, glue Coloured pencils, evaluation charts

23 min

5 min 5 min

Detailsed description of the lesson scenario In the classroom there is an extra table with the sign Delegates for the 55th Session of the General Assembly of the United Nations. Two older pupils from higher classes are seated behind the table. On the blackboard hang the three charts: chart 1 The Millennium Development Goals, chart 2: We are bringing peace and joy to the whole world and chart 3 the score chart.
Pupils activities

No. 1. 2.

Teachers activities (The pupils stand in a circle). Greeting the children sending a spark of peace. 1. The teacher starts an integrating game Who are you?. He holds a ball in the form of a globe and says: My name is, I live in . He throws the ball to a chosen pupil and asks the pupil to introduce himself and say where he lives. Subsequently, the pupil throws the ball to another classmate and the game continues. 2. Guided conversation (The pupils sit down and answer the questions) - What is the name of the country we live in? - What determines our lives? - Are we happy? - Are we alone on our planet? - Are all the people in the world happy? - What determines our happiness? Main part: 1. The older pupils read out a fragment of the United Nations Millennium Declaration.

Time 2 min 10 min

Pupils start to play the game

Pupils sit on a carpet and take part in the discussion.

3.

Delegate I: 1.We, heads of State and Government, have gathered at United Nations Headquarters in New York from 6 to 8 September 2000, at the dawn of a new millennium, to reaffirm our faith in the Organization and its Charter as indispensable foundations of a more peaceful, prosperous and just world. Delegate II 2. We recognize that, in addition to our separate responsibilities to our individual societies, we have a collective responsibility to uphold the principles of human dignity, equality and equity at the global level. As leaders we have a duty therefore to all the worlds people, especially the most vulnerable and, in particular, the children of the world, to whom the future belongs. 2. Teacher: The Millennium Development Goals were adopted by leaders of 189 countries at the summit of the United Nations Organization in 2000. The eight Millennium Development Goals are the international communitys (and Polands) commitment to Id like to invite you to take part in a game the Millennium Development Goals , so that you can get to know those goals. (the rules of the game are identical to those in battleships). The teacher divides the class in two groups. On the blackboard hangs the chart Millennium Development Goals divided in 16 numbered fields. Only 8 of the covered fields have been described with the millennium goals. Other fields are covered with blank paper. Group 1 has to choose the number of the field they want to disclose. If they choose one of the fields with the millennium goals, the teacher reads out the goal hidden in the field. The students are supposed to explain the meaning of this particular development goal. If they give the correct answer, they get a dove of peace with the selected millennium goal (a point). Then its the second groups turn. If a group chooses a blank field, it losses its chance and the other group takes over. The points are stuck to the score chart. 3. The teacher invites the pupils to come to the tables. On your tables there are doves of peace. Imagine they can fly to people who suffer from poverty, hunger, water shortages, illnesses, to children who cannot go to school, to indebted countries. How could you help them? Express your ideas with a drawing. Conclusion 1.Talking about the pupils works. 2. T: I want you to stick your doves of peace around the Earth (chart 2). Let them be a symbol and testimony of your sympathy for people in need. Evaluation The teacher gives the pupils the hearts (evaluation chart) asking them to complete the task: Assess the work youve done during the lesson. 1. If you think that you enjoyed the lesson very much and youve gained a lot of interesting information about the Millennium Development Goals, colour the whole heart red. Pupils listen to a fragment of the Millennium Declaration

23 min

Pupils take part in the game

2. If you think that the lesson wasnt very interesting and youve learnt little about the Millennium Development Goals, colour half of the heart red.

Pupils draw their suggestions

5 min

for helping others on the paper doves. 5 min 4. 3. If you think that the lesson was boring and you havent learnt anything about the Millennium Development Goals, leave the heart white. Pupils talk about their works. 5. Saying goodbye to the pupils Take the hearts to your homes. Show them to your parents and tell them what they mean. You may want to think, with the adults, about other ways of helping people in the world. Try to express your new ideas through painting.

Pupils complete the evaluation charts.

ANNEX The Millennium Development Goals chart 1

A Eradicate extreme poverty and hunger

C Achieve universal primary education

D Promote gender equality and empower women

2 3 Improve maternal health 4

Reduce child mortality Combat HIV/AIDS, malaria and other diseases Ensure environmental sustainability Develop a global partnership for development

We are bringing peace and joy to the whole world!- chart 2

The score chart - chart 3 Group I Group II

Points to stick to the score chart (attachment 1)

Eradicate extreme poverty and hunger

Achieve universal primary education

Promote gender equality and empower women

Reduce child mortality

Improve maternal health

Combat AIDS/HIV, malaria and other diseases

Ensure enivronmental sustainability

Develop a global partnership for development

A dove of peace

evaluation chart The heart

6. My place in international development

Author: Marlena Dziaabij-Drubka, Poland Main objective: basic economy Help students to understand individual and global interrelationships, - look for the pros and cons of sustainable development, in both personal and social context - provoke creative reflection on our responsibility for international development, - prompt personal involvement and conscious actions aimed at fighting poverty in the world Detailed objectives: 2. explain the terms: balance, sustainable development, fair distribution, honesty, responsibility, justice, 3. understand ones role in society and in other peoples lives, understand other countries role in global development, interventionism, cooperation, relationships between various subjects existing in society, 4. develop logical, analytical skills, acquire the ability to argue, discuss, work in group, feel responsible for ones own life and the lives of other people. Target group: Secondary school students/ the scenario has been prepared for a group of about 30 students (as typical of Polish system) Time needed: Two 45-minute lessons Teaching techniques: discussion, meta plan, SWOT, puzzle Evaluation: Evaluation questionnaires Stages: Part one 1. The teacher put 15 apples in front of the class and ask them to divide them between them. They discuss the different ways to do that. 2. The teacher divide class into the groups and give each of them a question to work with and put answer into poster. (question like: Does the bank applies the same rule to everyone? Does your neighbour have the same car as your father,? Why?, Does Polish people have to earn the same money for their work as the Germans?) One of the group have to register work of the other ones and present that at the end. Questions must show existing differences and their nature. 3. Discussion based on point 2 but trough articles given it focus more on global solidarity or lack of it and global interdependence. Part two 4. Teacher while he check presence asks one of the student to open internet and ask the question (google) : What do i need for living? What do i need to be happy? After that they discuss and present their ideas on boards / sticky cards 5. Pupils receive a task according to the annex 5. They have to thin about their tasks for 'today' 2-3 years from now and for the future 10 to 15 years. It is connected to the previus exercise and discussion. Persons can present their tasks. 6. Part me for the world at big puzzle board each person on each puzzle board write what he gives to the World and how it helps to have more justice. 7. Discussion about possibilities and disadvantages, strong and week point of youth in fighting the injustice world. Lesson scenario: Part I: Give everyone according to his needs? Part II: My idea for life, my idea for the world

Stage/ Teaching technique Part I Integrating game

Short description Teacher - places 15 apples on the desk. He tells students that the apples are for them and asks for suggestions how to divide the apples. He explains the rules of the game and together with students - analyses students suggestions. He demonstrates scales, which symbolize the best solution. Students come up with solutions to the problem and analyse them with teacher.

Materials 15 apples, marker pens, blackboard, scales

Time 5 min

Detailed objectives: Students know, understand, can) - have learnt the terms: equality, balance, honesty -have learnt the ways of fair distribution -can analyse, communicate and argue.

Brainstorming Equally, that is: how much, how and what for?

Part I Main part Meta-plan Equally for everyone?

Teacher presents the topic formulated as a set of problems, divides the class in groups, assesses students factual knowledge, and helps students define the problem to be solved. While students work, he checks attendance without disturbing students. Students analyse the problem presented by teacher and note down the solutions on a poster. A selected member of a group presents the results of their work. Group I try to answer the question: Has your neighbour got the same car or does he earn as much as your father? Group II try to answer the question: Does a five-year-old child eat the same things as you do? Group III try to answer the question: Does every bank apply identical rules to every client? Group IV try to answer the question: Does a German person have to earn the same money as a Pole? Group V try to answer the question: does the fact that we buy more before Christmas mean that entrepreneurs should increase production for always? Group VI will watch other groups working. Each member of this group will try to assess particular groups, first individually and then

6 bristol boards for a meta-plan 5 evaluation questionnaires

30 min

-have elaborated a more detailed definition of balance, honesty, -have understood relationships between pay and work, pay and capacities, pay and needs, - can present and justify their viewpoints, discuss and speak in public.

together with his mates (assessment procedure and conclusions should be based on the evaluation questionnaire). Important! Students are given five minutes to prepare the presentation and four minutes to present their conclusions. Another five minutes is spent on summarizing the groups work and drawing general conclusions. At this stage, group VI do not present their opinions and assessment yet. Part I Conclusion The Round Table debate about the results of each groups work Teacher takes part in the debate; asks group VI to speak first and to assess each groups work. Then teacher encourages all students to speak; he may also correct students explanations and give supplementary information. Students present their views and give explanations. Important! Teacher tries to control the debate so as to generalize individual cases to more global phenomena. Students should realise that what is difficult on a small scale (e.g. assessing ones classmate, differentiate between the members of a group), becomes even more complex and challenging on a large scale, like in the context of global development. How shall we distribute goods so that all people can be contented and their judgment - sound and adequate? Teacher hands out prepared articles, asks students to read them and to draw conclusions necessary for continuing the topic during the following lesson. Teacher encourages students to reflect on the global impact of money and economy on individual people, countries or continents. Blackboard Chalk Prepared newspaper articles: (30 copies) Source: Dziennik. Gazeta prawna Articles: A. Talaga, Currency war is inevitable P. Royski, Currency manipulations, or protectionism on the horizon P. Royski, Currencies, the powerful weapon of the 21st century 10 Min - have learnt the terms: fair distribution, fair assessment, - have reflections about the difficulty of assessment and choice-making, - can speak in public, present and justify their opinions.

Homework

Part II Introduction Presentation The Round Table debate about an individuals role in shaping ones own life and the lives of other people Part II

Teacher asks one student to turn on a computer and to ask it questions: what do I need to live? What to do to be happy? While the student is performing the task, teacher checks attendance. Teacher starts class discussion. He moderates the debate, corrects students explanations and gives supplementary information. He uses the chart he prepared: Your selfawareness and autonomy. Students - one student performs the task set by teacher, others watch, present their views and explain them. Teacher hands out A4 sheets of paper with tasks for students. He summarises students

Chart: Your selfawareness and autonomy Computer

10 min

-have understood the role of man in todays world, -are aware of their place and role in the world, - can argue and discuss.

Task chart

10 min

- have learnt about the spheres of human life

Main part Task chart Puzzles I - the World -feedback

presentations and assesses prepared works Students complete the task. Volunteers present their results. Teacher encourages students to think over the issue: I the World feedback. He refers to the previous work and conclusions as well as homework. He hangs a large chart on the wall. The chart is in the form of puzzles. Teacher asks students to imagine that the chart represents the whole world and each student is a small piece of the puzzles. He invites students to come and write on several fragments of the puzzles: What do I bring to the lives of people in the world as a man, as a member of a local community, as a Pole and as a European? On completing the task, teacher and students read out the notices on the puzzles and draw conclusions. Students do the task with teacher and formulate conclusions. Teacher presents the problem and supervises students work. He notes down students suggestions on a chart. Students define the pros (and the resulting chances) and the cons (and the resulting threats) of the analysed problem. The conclusions are written on large sheets of paper.

and activity, A large sheet of bristol board to draw puzzles on - have learnt about the influence of an individual, region, country and continent on other nations, - can plan their short and long-term tasks, - feel responsible for others; are aware of their influence on their own and other peoples lives , - can argue, reason and draw conclusions, discuss and work in group. Marker pens SWOT analysis chart 10 min - know areas of international cooperation, -can analyse and assess the discussed phenomenon.

10 min

Part II Conclusion SWOT analysis The world cooperates; assess the pros and cons of international cooperation Total evaluation

Teacher hands out evaluation questionnaires and asks students to fill them in. Students fill in evaluation questionnaires.

30 copies of evaluation questionnaire (based on a model by J. Leniowska, www.literka.pl)

5 min

- assess usefulness and effectiveness of the performed activities, provides teacher with feedback.

7. My mobile phone - a world traveller

Author: Andronie Elisabeta Maria, Romania

Main objective: Understanding the global challenges of development and their importance at local level. Detailed objectives: - Understanding the global effects in the production of the mobile phone - Making students interested in the situation from the countries like Congo, China etc. - Knowing the ecological ways to use the mobile phone and possible ways to recycle them.

Target group: pupils over the age of 14. Time needed: 50 minutes, with the possibility of extension, detailing some aspects in future lessons. Connection with the school curricula: - Economic Geography mining industry - Political Geography Congo, China - Civic Culture Human Rights, Environment Protection Necessary materials: Board and Chalk, optional: Flipchart, computer with internet connection. Evaluation: Questionnaire. Lesson scenario:
Steps Organizational Content Checking the attendance, moving the furniture so to create a relaxing atmosphere, favorable to open dialogue and team work. Announcing the title of the lesson: My mobile phone - a world traveller First question: Who here has a mobile phone? Expected answer: everyone. Brainstorming on what is good and bad about the mobile phone. All the answers will be written down. We establish, with the children, the component parts of a mobile phone. We give reference to the rare minerals and materials that are indispensable to the production of mobile phones and other gadgets. We mention that exploiting these materials has a devastating influence on the environment. Teaching Materials Time 2 min.

Introduction

10 min.

Body of the lesson The class is divided into heterogeneous groups of 4, and each is distributed a card from those numbered 1-4. Paper 1: Producers and consumers Paper 2: Unobtanium- from the story of the Avatar movie? Paper 3:Tantal- a diamond for the new technologies Paper 4:Ecological use & recycling The task and how the activity will take place are explained, after which the students are regrouped according to the card they received.

20 min.

The now homogenous groups, called groups of experts, discuss, try to go deeper into the issue. Optional, if the conditions allow it, they can gather information from the internet. The experts go back into their initial group and tell the others what they have learned. In this way, each expert contributes to the full understanding of the theme. Summary Evaluation During class, we accentuate the relevant aspects of the theme and we clarify what is unclear. Questionnaire 8 min. 5 min.

ANNEX Card 1 Consumers & Producers According to analyses done by specialized organisms, in 2010 the number of mobile connections surpassed 2 billion worldwide. In Africa, mobile communications cover approx. 50% of the population, whereas in Europe the process of penetration surpasses 120%. Asia presents an accentuated rise, thanks to the development of Asian producers of mobile phones, but also India and China, who represent an important retail market (together having half of the worlds population). The top of the biggest mobile phone producers done by the Gartner research company includes Nokia (Finland), Samsung (South Koreea), LG (South Koreea), Apple (USA), RIM (Canada), Sony Ericcson (Japan-Sweeden), Motorola (USA) and others. Others are the producers of unbranded terminals, with a market share of 33% in 2010. No mather who the producer is, where the mobile phone is assembled, who buys it, what is certain is the fact that it was produced using resources whose exploitation deeply affects the environment (see China) and peoples lives (see Congo.) Card 2 Tantalum - a diamond for new technologies

Tantalum is one of the most sought after resources, internationally. It is often found in electrolitic condensers, which can be found in mobile phones or computers. Up to 80% of the world production comes from Congo (former Zaire), where the tantalum is obtaind from a substance called coltan. Found in the Eastern part of the country, at the heart of the conflict zone, coltan is the most sought after, and for which battles between the rebels and the military are being carried out. In mines, the coltan is exploited by the civilian population, most of them children, with bare hands and rudimentary tools. None of the exploited coltan remains in Congo. For the coltan, the Congolese war was carried out from 1998 to 2003, in which over 5 million people died. The Congolese coltan can be found in the whole world, in appliances what we use every day, and still the Democratic Republic of Congo has people who die because of disease and starvation.

Card 3 Unobtanium- like the element from the story in the Avatar movie

Unobtanium is the name used by the mining industry for rare soils, rare minerals. Up until now, there have been 17 such substances identifyed. Exploiting them is expensive. Some have complicated names, such as Neodymium, Cerium, Dysprosium or Lantanum. Without these, we wouldnt have mobile phones, computers, ipods, LCD screens, digital cameras, but also flourescent lighting, wind mills, etc. China produces aproximately 97% of the rare minerals used in the entire world. The Chinese mine that supplies over 75% is found in Baiyun Obo. The deposits in this mine are combined with iron, facilitating the extraction with cheap labour. The ecological disaster is of unimaginable proportions: 11 square kilometers of toxic waste, villages relocated because of pollution, toxic air, total environment and local ecosystem destruction. All this for mobile phones! Card 4 Ecological use & Recycling

The mobile phone is an energy consumer and a source of pollution. Still, it is indispensable. Lets use it in an echological way! We dont use energy and get better battery life if we: limit the lighting for the screen, and switch the phone off completely when possible. We save energy if we: unplug the charger when we dont use it, use the telephone alarm instead of the electronic watch. We only charge the battery when it is empty. We save paper if we: read the newspappers and magazines off the phone, we receive bills by text messages, we use the phone agenda instead of post-its. We replace the mobile phone only when the old one is no longer functioning. We recycle the old one. The big producers also offer recycling opportunities, with the take-back programmes. There are collection centres of mobile phones everywhere! Look for them and recycle! Bibliography Economic Geography, C. Iau, I. Muntele, Ed. Economic, 2002 Sources:

http://www.descopera.ro/

http://blog.mobilewave.ro/ http://www.itcmedia.info/tehnologie/ http://www.reciclam.ro/ http://www.ghidelectric.ro/ http://www.mediafax.ro/ http://www.ziare.com/

Images:

http://www.descopera.ro/ http://www.reciclam.ro/ http://www.mediafax.ro/

8. Childrens Rights
Author: Nitu Andrian Nicolae, Romania

Main objective: To assimilate the concepts and reinforce the Childrens Rights theme, practicing the operations and forms of thought. Detailed objectives: At the end of the course, the students will: 1) Analyse the European Convention on Childrens Rights, in order to be able to speak about these rights more efficiently in their school. 2) To investigate in their school if childrens rights are respected and discover if there are cases of childrens rights violations. 3) To make a presentation in order to promote the fundamental rights of children in the entire school. 4) To carry out a promotional campaign for a right that is included in the European Convention on Childrens Rights, with the purpose of making the school community aware and accountable. 5) To use modern technologies to communicate, inform and evaluate the experience they had during the campaign. 6) To use the terms learned appropriately. 7) To present the history of Childrens Rights. 8) To list the main categories of Childrens Rights. 9) To explain the importance of the Universal Declaration of Human Rights, and therefore childrens rights. 10) To justify the need for a local, national and international organization that protects human rights. Performance standards: - Benchmarks/ Specific skills. 1. Identifying Childrens fundamental Rights included in the UN Convention on the Rights of the Child 2. Recognizing the concepts used in the sphere of Childrens Rights in different contexts. 3. Explaining the correlation between rights and responsibilities. 4. Explaining the correlation between the manifestation of childrens rights and respecting the rights of others. 5. Cooperating with others in analysing different situations that would limit or violate his/her rights. 6. Exercise the rights and assuming the responsibilities associated with them. Target group: eleventh B

Time needed: 50 minutes

Teaching techniques: heuristic conversation, learning through discovery, problem-solving, modelling, brainstorming, cooperative learning (group). Necessary materials: chalk and blackboard, electronic documents, pictures, computer with Internet access, video projector, flipchart, markers, laser crayon, working sheets. Room: Informatics laboratory. Bibliography: 1. "European Teacher. Collection of best practice examples", 2006.

2. Laura Cpi, Charles Cpi Trends in history teaching, Pitesti, 2005.

3. Marin Manolescu School Evaluation, Ed. Meteor Press, Bucharest, 2006. 4. Universal Declaration of Human Rights 5. The existing material about human rights in the civic culture lessons kit; the notes taken by the teacher when presenting the lesson. 6. The Convention on the Rights of the Child, adopted by the UN General Assembly on November 29, 1989, in force on Sept. 2nd 1990, Convention ratified by Law 18/1990 Official Monitory nr. 109 from Sept. 28th 1990, and nr. 314 from June 13th 2001. How the lesson will be conducted Time I (1) Checking attendance. Preparing the educational instruments needed in order to have optimal conditions for the lesson. Time II (2) Presenting the theme of the day and presenting the plan: teaching - learning - evaluation. Time III (5') Getting the pupils attention Presenting the movie "My world is growing", that starts with the Millennium Development Goals and summarizes the childrens rights by suggesting the constituent elements. Time IV (35') Sequence I (15') 1. Pupils are divided into five groups, each group consisting of 5 pupils. The five groups have permanent visual contact with the teaching resources used. With the help of the projector, the students follow on the screen the four basic principles of the Convention on Childrens Rights: I. A role to play: OUR RIGHT TO PARTICIPATE II. Achieve our potential: OUR RIGHT TO DEVELOP OURSELVES III. Living well: OUR RIGHT TO SURVIVAL IV. Not to be harmed: OUR RIGHT TO PROTECTION Sequence II (20 ') 1. Starting from the presentation, each group should identify the elements of these four principles. These can be found on the following worksheets: Group 1- The first principle with the seven criteria, Group 2- The second principle with the seven criteria, Group 3- The third principle with the seven criteria, Group 4- The fourth principle first seven criteria, Group 5- The fourth principle, with the following seven criteria (see the attached power point presentation). 2. Each group designates a leader who will be elected by vote. The group leader will coordinate the work of the group, both in the classroom and at home. (The plan is to continue the work at home, because the final result will be materialized in a poster which will include the work of the five groups). 3. Each group it will base its work on the criteria. Summarized in the presentation, they will search on the Internet to document the criteria of each principle. Time V (8') Sequence I (5') The students will solve a test of identification of the criteria by viewing it on the screen.

Sequence II (3') There will be a presentation of what the students have to prepare for next time. The tasks are: to present the criteria in Microsoft Office OneNote 2010 that is available in the Windows Live group of the class. (Very important to note is the fact that all items and information presented during class can be found on the same Windows Live group, and they can be accessed both in class and at home. In addition, if they find documents that are relevant to what they have to do, the pupils will post them, so the entire working group can have access to them. The work will be done online on the same working group - each group working on the corresponding file on the principle of children's rights that they received - both in the classroom and at home. The Windows Live applications, namely OneNote, allows multiple users to work simultaneously on the same file.)

9.

TheMillenniumDevelopementGoals
Author: prof.DorinaUlici,Romania MainObjective:toshareinformationabouttheMDGsandtomotivatethestudentstofindtheirownsolutionsin achievingtheMDGsbygettinginvolvedatthelocalandgloballevel. DetailedObjectives: 1. Toknowthe8MDGs 2. ToidentifytheproblemspresentedintheMDGsatthegloballevel,andtoconnectthemtothe onesintheirlocalcommunity 3. Tofindsolutionstosolvingthelocalproblems 4. To cultivate their interest in developing the awareness level of the new generation of young peopleconcerningtheproblemsthattheinformationalandindustrialsocietyisgenerating. Targetgroup:7thgradestudents. Timeneeded:50minutes. Teachingtechniques:exposition,conversation,roleplay,5minutesessay. ConnectiontoCurricula:Gymnasium:CivicCultureHumanRights. Organizationways:teamwork,individual,frontal. Necessarymaterials:workingcards,flipchart,paper,markers,postits. Documents: Human Rights Declaration, Children Rights Convention, African Chart for Human Rights, Millennium Declaration,(www.onuinfo.ro). Evaluation:5minutesessay,wherestudentswillwriteatextaboutMDGs.2,3textswillbereadrandomly. Homework:CreatingaleafletabouttheMDGs(teamworkisencouraged). Lessonscenario:
Lesson steps Content Materials Time

Checkingattendance,gettingthematerialready.TodaywewilllearnabouttheMDGs, Organizing thenwewillidentifythelocalproblems,andthewaytheobjectiveswillbeaddressed. Moment Wewillfindsolutionsandyouwilldescribeyourowninvolvementinsolvingthelocal andglobalproblems. HowmanydocumentsaboutHumanRightsdoyouknow? Document TheUniversalDeclarationofHumanRights s TheConventiononChildrensRights (enumerat TheAfricanChartforHumanRightsandPeoplesRights. ed) Pupilsreceivecopiesofthedocuments.Theyanalysethemaindocumentsabouthuman Gettingthe rights. attention (Conversation) TheMilleniumDeclarationwillbeintroduced,becauseitcontainsthe8Millenium DevelopmentGoals(MDGs). TheMilleniumDeclarationwasadoptedin2000attheMilleniumSummit.Here,191 memberstatesestablished8essentialobjectives,theMDGs,withprecisetargetstobe achievedby2015.

2min.

5 min.

 SequenceI ByreadingAnnex1,youwilllearnaboutthe8MDGsandwhatisthesymbolforeach oneofthem. EverypupilwillchooseanMDG,willmakeadrawingwithitssymbol,andthemhe/she willputitontheflipchartsheet. Thepupilsdothedrawings.Theyanalysetheresults:howmanypupilspickedODM1, ODM2,etc.?WhydidtheychoosethisMDG? SequenceII Workingingroupsof4,thepupilswillidentifytheproblemsconnectedtothe8MDGs, globallyandlocally.Theywillthenwritethemintoa2columnstable,whichwillalso containthesolutionsfound.ThepupilswilluseAnnex2.Theresultswillbeanalysed. Example: Problems(local) Solutions ODM1. S1. ahighnumberofpersonslivingon entrepreneurshipcourses socialwage openingupabusiness Leadingthe increasingunemploymentrate learning leavingtoworkabroad S2. process ODM2. helpingthechildreninneedbyNGOs schoolabandonement orotherinstitutions ODM3. S3. lownumberofwomeninvolvedin womensigningupinpolitical organismsorNGOs politics S4. ODM4. sexualeducationforadolescents abandoningnewlybornchildren S5. ODM5. thegreatnumberofwomensmoking educationforhealthandthequalityof life ODM6. increasingnumberofpeoplesuffering S6. preventingthespreadofthesediseases fromHIVandtuberculosis ODM7. S7. theabusivecuttingoftrees aforestation trespassing actionsofcleaningupthegarbage throwingthegarbageinnature educationfortheenvironment ODM8. S8. importsaretoohighinrelationtothe manufacturingtheproductsfor exports exporting

MDGs symbols Cardswith 20min. details aboutthe targetsset tobe achieved by2015

Roleplay Everygroupiscreatedasifitwerethegovernmentofastate.Thepupilshavetocome Feedback upwithanactionplan,withthepurposeofachievingtheMDGs,followingthis structure:institutionsinvolved,activities,expectedresults,mediapromotion,reports. Fiveminutesessay writingatextabouttheMDGchosenatthebeginningofthe Evaluation lesson. Homework:Creatingaflier/brochureabouttheMDGs.

13 min.

10min.

ANNEXES Annex1TheMDGssymbols

ODM1 Reducing severe poverty ODM2 Universal accessto primary education ODM3 Promoting gender equality and empower women ODM4 Reducing child mortality ODM5 Improving matrnal health ODM6 Combating HIV/AIDS and tuberculosis ODM7 Ensuring environment sustainability

ODM8 Creatinga global partnership for Development

Annex2MDGstargetsuntil2015
ODM1. Reduceby halfthe proportionof peopleliving onlessthan adollaraday ODM2. Ensurethat allboys andgirls completea fullcourse ofprimary schooling ODM3. Shareof womenin wage employmen tinthe non agricultural sector ODM4. Proportion of1yearold children immunised against measles ODM5. Contrac eptive prevale ncerate ODM6. Haltby 2015and beginto reversethe spreadof HIV/AIDS ODM7. Proportion ofspecies threatened with extinction ODM8. 8.6Proportionof totaldeveloped countryimports(by valueandexcluding arms)from developing countriesandleast developed countries,admitted freeofduty

10. How do we build our future on the foundation of different cultures - Learning for sustainability in a world of cultural diversity
Author: Heinz- Jiirgen Rickert, Germany

Main objective: Lessons in a class (subjects: politics, ethics, social affairs etc), projects in a class, school, workshops with students from several school(-type)s, workshops during partnership programs.. Detailed objectives: Contribution for intercultural and global education, expanding new horizonts, experience new skills, changing perspectives or minds, exchange opinions. Target group: Students between 15 and 19 late secondary one or secondary two. The group of participants can be extended till 50 students. Time needed: In normal lessons ca. eight to ten hours (except the cultural workshop), 14 including the cultural workshop; in workshops it should be two to three (including cultural workshop) days. Necessary materials: Copies, paper sheets, color pencils, laptops, projector, for the additional cultural section: stage, lightening, perhaps stage design. Further remarks: The workshop atmosphere should be constructive, creative and in warmhearted kindness on the base of mutual respect to eliminate prejudices.. The first part (excluding the cultural workshop) could be moderated by teachers, the cultural part should be guided by experts. Attention: In part III C of the following steps you will find the exercise "vote for the Berlin Declaration" {appendix 3), the name of that city should be exchanged to the name of the city, where the lesson/project/workshop is concrete located. The steps of the project/workshop: I. Focus - "Tradition"

A. lndividual work with some written key notes -Which traditions do you know (social, religious, cultural determined) in your family, community, country? -Which of these traditions ar importantfor yourown life? -Which of these traditions would you like to conserve for your own future? -Which of these traditions (you would like to conserve) could be an obstacle in the intercultural or interreligious dialogue? B. Smali groups (mixed nationalitiest 4 to 5 persons in one group) -Exchange your personal opinions and discuss them. -Find in your group joint opinfons as a common result. -Present these topics in the foliowing plenary session. II. Focus - "Life in the future - How we will survive the next hundred years?"

A. Small groups (mixed nationalities, 6 persons) -Look at the philosopnical texts (see appendix 1}, read at least two statements (each of you), decide after

that step for one text and present the topics of your selected statement in your group; -Search for solution models and find answers of the main probferns and questions, articulated in the selected statements, discuss your opinions; -Prepare a group presentation; -Present group results in the foliowing plenary session. III. Focus - "On the foundation of your own socialization (culture, religion etc.) each of you have to design the personal future in the responsibility for sustainabfe development. What is your individuai contribution and responsibility for realizing your vision/mission?"

A. lndividual work with some written key notes -Use your personal statements for the importance of traditions, the group statements for the focus "Live in the future" and the Ouestionnaire (see appendix 2). -Fill out the Ouestionnaire careful. B. Smalf groups (mked nationalities, 4 to 6 persons) -Discuss your personal opinions and the several aspects of the Ouestionnaire. -Articulate fina results: Topics, you can be responsible for to realize in your own life (permanent, independent from your social and national status) without utopian dimensions. The results should be the framework for a later declaration. -Prepare the presentation. C. Plenary session -Discussion of the results. -Process of finding a consensus. -Formulation of the consensus and final discussion. -Vote for the Berlin Declaration (see appendix 3). -Conclusion: Presenting the Berlin Declaration all participants, signature action. IV. Cultural workshops (optional)

A. Presenting the groups Arts - Dance Theatre/Literature

B. Working processes (two days) - Create common aims of the process on the base of the Berlin Declaration; - Transfer selected topics of the Declaration in artificial processes and express them as clear as possibie. Use available materials. C. Presentation.

Annexes suggested: 1. Questionnaire; 2. Berlin Declaration; 3. Philosophical texts.

ANNEX Questionnaire to the Workshop "How do we build our Future on the Foundation of Different Cultures? - Learning for Sustainability in a World of Cultural Diversity"

Questionnaire about your personal values

Tick your Status condition: gender: nationality teacher pupil male female ...................................

1. How do you think about your future? Are you looking forward in a positive or more in a negative way?
Rather melancholy rather confident mixed 2. How do you think about the future of the society? Rather melancholy rather confident 3. Do you see a chance in the technical development and in the mechanic progress which is developing? Totally rather rather not not at all 4. Everyone has special imaginations which are forming ones life and ones behaviour. If you think about what do you want to achieve in your life. How important are the following statements for you? (you can graduate your opinion with the following specifications by choosing an applicable number)

1
unimportant Law and order

5
really important

To have a high living-standard To have power and influence To develop the own fantasy and creativity To aspire to security To help socially disadvantaged people

To prevail yourself and your own needs against others To be busy and ambitious To accept also such opinions to which you normally can't agree To get politically involved To enjoy the life to the full To live and act self-responsible To do what others are doing To hold on constant on traditional things To have a good family-life To be proud of your history To have a partner, whom you can trust To have good friends, who honours and accepts you To have a lot of contacts to other people To live health-conscious To be leaded in your decisions by your feelings To be independent from others To behave ecology-minded at any rate To believe in God

5. Which of the following criteria apply to you totally or rather, and which rather not or totally not?

1
totally

2
rather

3
rather not

4
not at all

Full of energy and acting-power Shy and inhibited Likes to compete with others To feel often inferior Likes to learn new things Wants to have especially fun in life To enforce rigorous against others Often be involved in set-tos and fights To feel often lonely

6. Do you think that one needs a family to be really happy or do you think that one can be alone happy just
as well or even happier?

One needs a family One can be happy as well alone One lives happier alone The same

7.

How do you think about having own children. Do you think one needs children for being really happy, or do you think that one can be happy as well or even happier without an own child?

One needs own children One can be happy as well without own children One can be happier without children The same

8.

To which religious community to you belong?

Catholic Evangelic Other Christian religious community Islam Other non-Christian religious community To none religious community

9.

Which of the following statements approaches most your attitude?

There is an individual God There is an unearthly power I'm not sure what I should believe I don't believe in an individual God or an unearthly power

10. How would you describe the relationship towards your parents?

We understand each other optimally We understand each other, also if there are sometimes conflicts between us We often don't understand each other and there are often conflicts We don't understand each other and there are always conflicts

11. Which of the following statements approaches most attitude?

My parents are confidants for me My parents are my best friends My parents are respectabilities for me

12. Would you like to bring up your children in the same way like your parents were educating you or would you like to handle it different?

Exactly the same Roughly the same Different Totally different

13. Which partnership-model would you prefer in the future?

Premarital partnership Marital partnership Marital-similar living community

14a) Please read the following list of personal values: open-mindedness sincerity endurance enthusiasm modesty verve ambition honesty initiative insight drive fairness diligence flexibility friendliness care of others composure feeling of justice serenity cordiality readiness to help politeness sense of humour individualism ease in contacting others energy creativity readiness to cooperate autonomy creativity secureness order good manners responsibility broad mindedness willpower ample acknowledge fluent expression reliability optimism faculty of recognising difficulties awareness of time regard of others frankness diligence acceptance of necessity of order ease in communication competence efficiency ambition team spirit tolerance self-confidence self-discipline sensibility (sensitiveness) spontaneousness

14b) Complete additional values: .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... 14c) Write down 10 values you consider most important:: .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... 14d) Write down 6 values which you think are most important in the following sectors:

individual values

social values

professional values

11. Music and Interculture

Author: Annalisa Raschioni, Italy

Detailed objectives: Know and understand the differencies between our standard way of life and other social models. Give an explanation for what we intend for "alien" and why. Improve in young people the awareness to be part of a unique world where muticulturality is a value and not a discrimination. Lexicon widening. Development and improvement of the four skills: listening, reading, speaking and writing.

Target group: Secondary school (11-14 years-old pupils).

Time needed: 3 hours + 4 hours.

Teaching techniques: Written and oral exercises in order to illustrate the subject, discussion, creative thinking, analyzing in groups. Evaluation: Grammar test about simple past. Students are divided into small groups. Each group chooses an important personality from the past. They write a fact file of social and cultural features of that time. In turn each group explains some aspects of what they had realized and points out differences and similarities. Forewords: I really think it is possible to follow an educational course about the human rights during the whole school year. Through the learning of a foreign language we can drive pupils to understand and deal with some primary social themes such as awareness, acceptance, understanding and tolerance that are the baseline to any speech about human rights. The learning of a foreign language at school should not only supply the knowledge of words and of grammar rules in order to be able to express ourselves or to communicate with a stranger. Actually it can be the start to understand other cultures and different ways of life, according to the statement by Johann Gottlob Herder: To know more languages means to have more souls. By appealing to the natural students' curiosity, we can start talking about values and behaviours of nations that share with us a common social ground. So the first step should be to examine both the English and the American society. But English is also the official language in extra-European countries where human rights are not completely and not always respected. Referring to such conditions, young people can raise their own awareness for what concerns cooperation, sharing and support.

Lesson plan (two examples): 1. Civilisation lesson plan (3 hours + evaluation) 1st Listening of a song : Ebony and Ivory from Steve Wonder and Paul McCartney. Comprehension exercise: pupils have to complete the text filling-in the blanks. Comprehension and explanation of the difficult words and then translation. 2nd Comment of the text through questions. Oral and written exercises. 3rd Thoughts about the topics: racism and discrimination. To take a deeper look, we can talk about some great people of the past and of the present: Mandela, Martin Luther King, Gandhi. Another aim for an intercultural lesson could be the reading of a poem, for example I painted peace written by a 12-years-old- Israeli girl. Evaluation: At the end of the lessons students should be evaluated with oral or written tests, in which they have to demonstrate the lexical knowledge and the skill to reproduce a text with easy sentences. example 1: they have to complete the lyrics of a song filling-in missing words. example 2: they have to match a list of English words to their meanings. To involve pupils in a personal and original creation they could be asked to write a short poem or short statements about the subject and share them with all classmates, for instance by grouping them up on a poster. 2. Grammar lesson plan (4 hours + evaluation) 1st Simple past of be and have, regular verbs: negative and interrogative form. Comparison and use of the simple past in English and Italian. There are differences in the use of past tenses in Italy too. 2nd Simple past regular verbs: short answers. Grammar exercises: oral and written. 3rd More complicated questions about past events. Dialogue in pairs. 4th Check if everybody uses past tense in the same way. Ask for a help to foreign students too. Language considerations: diversity as richness. Listen or read about the life of famous people of the past, chosen from different countries and answer questions about them.

12. TWINNING to 'act' the right to study

Listening and storytelling to build symmetry in supportive twinning
Author: Maria Cristina Ranuzzi, Italy

Main objective: Detailed objectives:

Target group: Teachers group and pupils 7-12 years.

First Part: Teachers training The didactic schedule proposed as the beginning of a training and / or self-training period, for teachers, on the issues related to the promotion of the construction of a solidarity identity. The proposed schedule can be structured in three matches. First meeting Start in the plenary with a brainstorming on the elements that should characterize a personality that has a vision of reality focused on solidarity o Basing on the concepts that came out during the brainstorming, identify certain characteristics considered essential for a personality focused on solidarity, and which the education actions, aimed at encouraging in young people the construction of an identity, must focus on. Working group on the hindering factors, education work aimed at promoting in children the characteristics identified in the brainstorming; o This is the grid to discuss on, during the working group: What are the obstructions to work on, in the everyday educational / school making, which are difficult to 'accompany' the construction of a personality focused on solidarity: o Which are the discrepancies, dissonances, contradictions we face in our everyday pedagogical and educational work that are in opposition to the action of building or rather support of the construction of personalities that can read / live / build their lives through the solidarity parameters? o Which educational practices obstruct the solidarity vision of life, rather than facilitate it? Restitution in plenary on 'nodes' identified during the working group (reflection points: cf. Tab # 1). Second meeting To make the work easier, there will be presented two different proposals for discussion (I would say with different aspects of the same reality) and the groups will be divided according to the two proposals. Restitution in plenary will enable everyone to be informed of the discussions on both topics raised o First proposal - Identify the dynamics to work on for 'accompanying / promoting the features considered essential in the first meeting for the construction of personality focused on solidarity (reflection points: cf. schedule N.2). o Second proposal - identify the aspects to encourage, actions, strategies be put in action for the construction / structuring of the school as a place / gym of building personality focused on solidarity (discussion points: cf. schedule N.3).

 Restitution in plenary of the various working groups. Third Meeting The third meeting, apart from suggesting reflections on the proposed themes and the identification of "working ideas" to be implemented in future projects, it has also as main goal the motivation of the teachers to implement the proposed laboratory Twinning for pupils aged between 7 and 12 years old. Even in this third day of training, to make the work easier, there will be presented two different proposals and discussion groups will be divided according to job proposals chosen. The restitution in plenary will enable everyone to be informed on the discussions on both issues proposed (reflections points: cf. Schedule 4) First proposal o in terms of do / be a teacher Many of the issues identified in the working group of the youngsters may be considered as ideas for reflection on thinking their own "to be / to do" the teacher, identify those which are considered the most significant; Which nodes to work on, in order to remain faithful to 'being' trainers and being trainers to solidarity? Second proposal o On the level of the contents of various disciplines and on the interdisciplinary of the teachings What aspects of the various disciplines offer an intercultural re-reading and also an interpretation focused on solidarity, which is useful for the accompaniment of the construction of the personality focused on solidarity? Which fields should our actions move through, to achieve these goals? Through which multidisciplinary paths we should work on the issues examined in the two previous meetings? Second part: Workshop with the children (age 7/12 years old) Working schedule of the workshop Working scheme of the laboratory: weekly or biweekly cadence; duration of each meeting: two hours This first activity proposal related to the game of the Little Prince and the Fox ", can be used as a phase of familiarization with the place where the workshop will be carried out, and as a first knowledge approach among the groups members who attend the workshop. Grid of activities Reading of the passage on the meeting between the Little Prince and the Fox (from "The Little Prince" by A. Saint-Exupery). Game of the fox and of the Little Prince' to bring the boys to the dynamics related to the relations (on listening to the other and the relation dynamics o In couple (one of the two members will be the Little Prince and the other the fox) the children will walk within the space of the laboratory following different tasks: game on being close each other, in which the two members of the couple move within the same space (without loosing sight of each other), trying to stay as close as possible game being far from each other, in which we move in space trying to stay as far away as possible (without loosing sight of each other) avoidance game in which each member of the couple will move to avoid contact with others as you deem appropriate (Each couple in the movement within the space used during the workshop will structure its own mode of approach avoidance, removal of each other; after e certain time the member of the couple exchange roles, an the game restarts.

 Al together in circle, reflect the game modalities and will be stimulated the narration of experiences, episodes identified within the friendly relations that each of them has or had got and that have an analogy with the approach, removal and avoidance experienced in the game of 'Little Prince and the fox' (the text itself of Saint-Exupery, in the proposal of beginning of the workshop, is a starting point in the description of the modalities on how to befriend proposed to the Little Prince and the fox) Depending on the group age of the children and on the available time we can continue the journey with this second proposal of activities in a workshop that has the focus on the book of Pennac "The eye of the wolf" "Dramatized" reading of Pennac's book "The Eye of the Wolf" (performed in most games) It follows the story listened through a narration in which all children that remember part of the story participate. Creation of working groups Working phases of each working group o The beginning of the workshop by choosing a group name and the construction of a folder into which will be inserted all the work carried out during the workshop o Selection and representation (drawing, collage ..) of a part of the story (a very free choice, more groups can choose the same part of the story of the book, if they prefer) o Writing of an outline useful for the representation of story chosen. o Dramatization of the story chosen (in turn each group will represent each choice) o in a circle, all together, go through the story (or parts of the story that were performed and parts of the story that, even if not performed, but that come out during this moment in the circle) stimulating in the children the search for some 'emotions' present (more or less in evidence) in the tale of the Blue flame and Africa o in a circle, all together, someone starts telling an 'invented' story that (has the title) revolves around one of the emotions laid out in the tale of blue flame and Africa o back again in working groups to write the stories o individual work: trying to express through poetry, image ... sound ....the invented stories o The outcomes are available to all (with the modalities each group prefers) o Final reflection together going over all the workshop (as dramatized communication with other children and / or adults (parents, school staff ...) Part Three: Request for start of a twinning The workshop ends with the proposal to start a friendship history through twinning focused on solidarity" with their classmates of a school who live in a far country using the proposals offered by the International Voluntarism for Development, which provides them with a computing environment of its website www.volint.it as a place where schools can tell themselves by including the exchange material produced during the twinning http://www.volint.it/vis/raccontiamoci o Starting a twinning as to get to know and tell with classmates and venturing into a 'story' of friendship ... . o The basis of the twinning will be the reflections made around the history, the importance of the story (lets write..) o The importance of seeking ways of relations that establish a 'symmetrical communication' with those living in difficult situations and make it difficult for school attendance (Africa manages to get in touch with Blue Wolf after turning a blind eye) o Through the twinning will establish a 'bridge' that will allow children in both classes to tell their stories with text and images of their school day, games, songs and favourite sports o Mini cooperatives or will be structured which will enable the students to fund, though very modestly, some activities that can ensure greater enjoyment of the right to study for the their 'far' classmates.

ANNEX
Schedule 1 Some hindering factors (a didactic / methodological) to work on, in the everyday educational / school (which makes it therefore difficult to 'accompany' the construction of a personality focuses on solidarity) a competition based solely on the personal affirmation (and / or that of your belonging "group" ) a 'knowledge' only for himself, a 'knowledge' as the power and omnipotence little space for learning methodologies based on a collaborative relationship (cooperative learning) A great accent (even when no cooperation) in the hierarchy in the relations within the class (the tasks? and / or' nomination 'experienced as a service or power?) a concept of error as an aspect to hide and be ashamed of rather than as a step in the learning process that is constantly looking for reasonable solutions. In brief a concept of the error or function to be avoided rather than function to explore and 'describe' Schedule 2 Around which concepts, which dynamics we must work to in order to have a major attention to the solidarity, a sensible approach for a vision of life focused on solidarity? These are the keywords to work on: empathy, affiliation, vulnerability and, above all, sustainability of the ongoing process characterized by the interaction of these variables in the continuing construction of the personality So we propose as a brainstorming some inputs: 1. work on dissonance, empathy, decentralization cognitive, self-reflection (inner dialogue) 2. work on the sense of vulnerability, self-esteem and the desire for omnipotence 3. work on the belonging and not belonging feeling 4. work on the construction process (approach / removal) of a sense of belonging 5. work on the construction of symmetrical relationships and the proceedings on abstention 6. work on the dynamics of support for recognition of a 'mindset' that supports the continuing challenge of "crossing" and "dress" the boundaries a. Between me and me (/ parties / the 'dark / e') b. Between me and the other c. Between my having and others having d. Between my being and the other being 7. work on the sense of responsibility and autonomy 8. working on overturning of the concept of error seen not only as a non appropriate solution to the context under consideration (or within which it is acting) but also as an opportunity to explore the error as a possible "evidence" of possible other solutions around the which create an unexpected 'Understanding' (sometimes you might groped to stimulate classroom conversations in which they try, in group to create contexts that make 'reasonable' the error) Schedule 3 In daily practice to build educational / school groped for a fielded (protected) actions "solidarity"

 groped to build a school as a place of listening and reciprocity groped to build the school as a place of permanent confrontation and 'trade' continues create situations of meeting / relational exchange aimed at building projects, identifying concrete objectives (starting with 'small things') and begin a process of better understanding the reality in which you want to work, in which you want to enter promoting a partnership with a school in the country of the South to pursue a practical path to the world marked in phases carried out with perseverance and reflection on the agenda, taking advantage of all the discussions given so far Schedule 4 Being a teacher food for thought: o limit the area of action to avoid falling into what is one of the greatest dangers of the teachers work (and sense of solidarity that we want to arouse in the pupils) therefore the risk of a "sense of omnipotence"; o the perception of a great 'sense of omnipotence,' may be a cause of failing to support the awareness of consciousness of one's sense of vulnerability (on which it could funded, in part, empathy) with the consequent put in practice distorted defence mechanisms; o other nodes to think about are: the sense of inadequacy ... ... physical and moral fatigue. disillusionment with pain .. wounds ... .... everyday; o What other nodes to work on, in order to remain faithful to '' be just trainers and to be trainers to solidarity; o What to change in being a teacher. On the contents of the various disciplines and interdisciplinary of the teachings food for thought o As a complete and comprehensive language, it is recommended the organization of theatrical activities beyond the logic of actors / spectators involving all pupils (to that end it cites the "Theatre of the Oppressed" considered particularly training in dealing with conflict situations) Are listed here, for example, some content suitable for a cross-disciplinary teaching o theatre o various disciplines

Geography a. point of view b. different layout of the area

mathematics, physics and chemistry c. metric system, clusters for different bases d. the concepts of complementarity. equivalence, consolidation History e. looking back and construction of historical interpretation f. record / history g. configuration and reconfiguration of events for the reconstruction of events (often "thesis") Italian, (latin, greek, in the case of secondary schools) h. looking for stories, literary experts, books i. sentence structure: it would be interesting in this respect a 'visitation' of the syntactic structure (and temporal) of the sentences in many current narrative books

 Physical Education j. Working space k. familiarization with spaces / places l. trust exercises m. the transformation of the 'space' in 'place' music and art n. explore musical styles and artistic current research emphasis of "dissonance"

Implementing Organization: The Salesian Missionary Voluntary Service YOUTH FOR THE WORLD, 30-323 Cracow, Tyniecka St 39 Tel./fax: 122692333, e-mail: misje@swm.pl; www.swm.pl

Partnerzy projektu:

Project funded by European Union

The Salesian Missionary Voluntary Service YOUTH FOR THE WORLD is fully responsible for the content of the publication, which expresses the authors opinions only and does not reflect the views of The European Commission

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